Great Expectations By Charles Dickens - 884 Words

Great Expectations by Charles Dickens, is known and loved by a wide range of people all over the world. This classic story tells of a young boy named Pip on his quest to become a gentleman in Victorian England. The very first event in Great Expectations is Pip s encounter with Magwitch, an escaped convict that gives Pip a fortune for saving his life. After meeting Magwitch, Pip goes to the home of Miss Havisham, the eccentric woman appointed to teach him the ways of upper class society. While at Miss Havisham s, Pip meets and falls in love with Estella, Miss Havisham s sharp tonged, yet beautiful daughter. Pip s goal throughout the entire book is to win over, and be worthy of her. This novel is widely read and is continuously read and discussed. Great Expectations is considered a classic because of it s strategic use of descriptive language, development of characters, and it s stunning relatability to modern day society. Great Expectations is famous for it s descriptive language. The way Dickens describes Mrs. Joe slicing bread is a prime example of this. Dickens writes, â€Å"First, wither her left hand she jammed the loaf hard and fast against her bib- which sometimes got a pin into it and sometimes a needle, which we afterwords got into our mouths.† (Dickens 7). While reading this quote, a vivid and comical image pops into the head of the reader, and makes the scene infinitely more intriguing. Instead of simply picturing a woman civilly cutting bread, the reader sees aShow MoreRelatedGreat Expectations By Charles Dickens1113 Words   |  5 Pagesadventures that the male characters go on. This seems to be relevant in a lot of movies and books like the story Great Expectations by Charles Dickens. In Great Expectations there are multiple female characters like Estella, Biddy, and Miss Havisham who all play a large part in the main character, Pip’s life. One of the first that we meet the character Estella in Charles Dickens’ Great Expectations is when Pip goes to Miss Havisham’s to play with her. The two kids play the game beggar my neighbor when EstellaRead MoreGreat Expectations By Charles Dickens1347 Words   |  6 Pagespoor status of the economy, social mobility does not seem to be occurring at high rates, with the poor getting poorer and rich getting richer. Despite this, social mobility is alive and well, and has been for centuries. In his novel, Great Expectations, Charles Dickens voices the concerns of many that lived in Victorian England during the 19th century by promoting such a desire to live life in a more prosperous social class. One of the most fundamental and reoccurring themes in the novel is that ofRead MoreGreat Expectations By Charles Dickens1426 Words   |  6 Pages Twelve-year-old Charles dickens gets ready for bed after a long day at the blacking house. These Victorian-aged memories will provide him with many ideas for his highly acclaimed novel Great Expectations. Set in 1830 England, Great Expectations is a coming-of-age story about a common innocent boy named Pip and his road to becoming a gentleman through the influence of others. Pip is influenced both positively and negatively by Estella, Herbert, and Magwitch. Estella left a huge impression on PipRead MoreGreat Expectations by Charles Dickens984 Words   |  4 PagesCharles Dickens utilizes his life for inspiration for the protagonist Pip in his novel Great Expectations. They both struggle with their social standing. Dickens loved plays and theatre and therefore incorporated them into Pip’s life. Dickens died happy in the middle class and Pip died happy in the middle class. The connection Dickens makes with his life to Pip’s life is undeniable. If readers understand Dickens and his upbringing then readers can understand how and why he created Pip’s upbringingRead MoreCharles Dickens Great Expectations943 Words   |  4 Pages This is true in many cases but none as much as in Great Expectations. In many ways the narrator/protagonist Pip is Charles Dickens in body and mind. While there are many differences between the story and Charles Dickens life there remains one constant. This constant is the way Pip as the narra tor feels, because these feelings are Dickens s own feelings about the life he lead. Since Great Expectations was written towards end of Charles Dickens life, he was wiser and able to make out the mistakesRead MoreGreat Expectations By Charles Dickens1375 Words   |  6 PagesGreat Expectations by Charles Dickens and The Talented Mr Ripley by Anthony Minghella present similar criticisms of society to a large extent. Both of these texts consider the criticisms of rich social contexts (wealth and status), societal morality (whether a society is good or not. Status [can lead to the wrong people being in a high position i.e. making bad decisions affecting the community/society] Appearance [society appears to be moral/good (if you’re from a higher status) {dickens criticisesRead MoreCharles Dickens Great Expectations1344 Words   |  6 Pagessomething that is not what they truly need? Often, they use social class to fill a void in their lives that can not be filled by materiali stic possessions. Many people realize this, but it is often too late. Charles Dickens demonstrates the effects of social climbing in his novel, Great Expectations. This novel explores the connections and effects of human nature and society, which are the two most powerful forces that guide people’s decisions. Some may say that social climbing is good, but as will beRead MoreCharles Dickens Great Expectations1223 Words   |  5 PagesBeloved author Charles Dickens was born on February 7, 1812 in Portsmouth, England. Growing up in a life of poverty, his childhood hardships provided the inspiration to write a myriad of classic novels including his 1861 seminole masterpiece, Great Expectations (â€Å"BBC History - Charles Dickens†). Great Expectations follows the life of an orphan named Pip, who’s perspective of the world is altered when he is attacked by an escaped convict in his parents’ graveyard in the town of Kent. Throughout hisRead MoreGreat Expectat ions by Charles Dickens1285 Words   |  6 PagesAP Great Book Assignment: Great Expectations The 544-page, Bildungsroman novel, Great Expectations, by Charles Dickens is considered a classic because it has stood the test of time, appealing to generation after generation of readers while still remaining relevant to them. Published in 1861, Dickens created a coming-of-age story that is similar to his other novel, David Copperfield, but Great Expectations is considered to have reflected parts of his own life. There are several parallels betweenRead MoreGreat Expectations By Charles Dickens924 Words   |  4 Pagesa character driven novel, or a mix of the two. In order for a novel to be character driven, it must revolve more around the characters’ individual thoughts, feelings, and inner struggles, rather than around the quest of the story. Great Expectations, by Charles Dickens, is a character driven novel. While the story does have a plot, it is not contingent upon that plot, but rather is reliant upon its characters and their natures. This is evident from the beginni ng of the novel. From the opening of

Computer-Mediated Communication Free Essays

Many problems arise when people communicate over the internet. In fact, over the past few weeks, with our class communicating via email and GoogleSites, I encountered a few obstacles. It was difficult to process all the information being sent out. We will write a custom essay sample on Computer-Mediated Communication or any similar topic only for you Order Now I was wary of reading every single post because it was just so much information. I certainly thought it was a great way to really see how computer mediated communication affected relationships. The interesting thing is that my generation is so keen on using facebook, twitter, myspace, etc. But when it comes to something like email, it feels disorganized or confusing to us. When it came to the GoogleSites, I found it difficult to navigate through everything. I rarely check my email and really just use it to send junk mail to. Relationships develop differently over the internet than in person or over the phone. For one thing, the internet creates a certain veil for people hide behind. Here you can take as much time as you like to think about what you will say. You have much more power to direct which way the conversation will go. You have the ability to say whatever you please without much of a consequence. There is also a huge disconnect between the two people communicating. It’s not uncommon for strangers to get in heated political debates, saying hurtful things in order to get a message across. It’s much less common to lose control of yourself when speaking face-to-face because there are possible consequences if you offend the other person. You may feel more sympathy and guilt. Whereas on the internet, the disconnect is greater. The internet can be very beneficial for relationships, however. For instance, many people who have difficulty communicating their thoughts to people in person, now have the ability to speak freely and comfortably. They often find it easier to talk to another person this way. Another benefit is the easy access to communicating on the internet when no other communication is available. Soldiers across seas may be able to speak daily to their loved ones over the internet. During the wars before the internet, soldiers relied on written letters. This may be a more romantic and story tale way of communicating, but the reality is, the internet brings much comfort to the soldier and his family. There are obvious downsides of communicating over the internet. Relationships may often develop too rapidly or dishonestly because of it. Feedback from one person to the other may become unclear create confusion. In person, because of body language, eye contact, and vocal tone, it is much easier to communicate clearly and express your thoughts. While we can still express our thoughts on the internet, we must take into account that our voice, body language, and tone, are all missing. It is especially important to express your thoughts clearly on the internet so that all audiences and people you are speaking with understand you clearly. The internet is a window to almost all information you could possibly be in search for. It is the world in the palm of your hand. Yet most people do not use it for this purpose. It can be a huge distraction and time waster when it comes to getting things completed. Students often use it as a way to keep their minds off of homework that needs doing. I strongly believe that it contributes to a person’s attention span, making it easy to multitask and do a million things at once. Life used to move more slowly, assignments were done thoroughly and thoughtfully with complete attention on the task at hand. Now, students may find it difficult just to sit down for an hour and focus on one thing. When things need doing, they are usually done quickly and thoughtlessly without much effort being put into it. The one thing that makes computer-mediated communication different from any other form of communication is the speed at which you can communicate. There is almost no waiting for the message to be sent, just instant communication. The beauty of communication before the internet was how important it was to people. They held it very close to themselves and it was a very personal thing to everyone. Now, communication has lost its quality. Sure, it’s communication, but it’s not nearly as personal. People speak without thinking, or even feeling. Relationships are diluted because of the internet. They are not as genuine, as rare, as special, anymore. Relationships formed before speaking on the internet may still be genuine and valuable. But relationships formed on the internet often develop too quickly and possibly dishonestly. There is no sure way to tell when a person is telling the truth and it is much harder to get to know a person this way. To overcome the problems associated with computer-mediated communication we must be able to trust what we are reading from the person sending the message. The biggest and most crucial rule I would create would be honesty. It is so easy to form a different identity on the internet. A very extreme example of this would be child molesters pretending they are teens in chat rooms or on facebook to befriend younger children. Though this is a really extreme case, it just goes to show that when people are given unlimited opportunities to do what they please without any consequences, what they may never think to do in reality is now a possibility. By staying honest to the person, as well as that person remaining honest, communication can become much clearer. When we can trust what we read, we can continue on with the relationship. Another rule to ensure clear communication would be the use of proper spelling and grammar. Many messages can be misleading because of misspelled words and can even give the impression to the reader that the person is uneducated. Incorrect spelling can create an image of the speaker that is not a true representation of themselves. I believe these two rules are the most crucial in ensuring that a message via the internet is interpreted correctly. How to cite Computer-Mediated Communication, Papers

Christmas Past Essay Example For Students

Christmas Past Essay In Stave One when Marley’s ghost enters Scrooge’s home, Dickens give the reader a hint on what is going to happen by saying that ‘Scrooge then remembered to have heard that ghosts in haunted houses were described as dragging chains. ’ This is because Marley had lived his life as a money grabber like Scrooge, and because he failed to change his ways he must spend an eternity dragging chains and money boxes around. The ghost tells Scrooge that he is here to warn him that he must change or face Marley’s fate: ‘A chance and hope of my procuring, Ebenezer’. Marley then tells Scrooge of the three spirits that will visit him, and to capture his shock Dickens describes this to the reader as ‘Scrooge’s countenance fell almost as low as the ghost’s had done’. Marley’s ghost teaches Scrooge that he must listen to the spirits or ‘he cannot hope to shun the path I tread’. The first of the three spirits is the ghost of Christmas Past and he takes Scrooge back to his time at school. This is the first point in the story where Scrooge is showing lots of different emotions, which contrasts with his cold and careless attitude before the spirits arrive. The spirit says that the school is not quite empty and that there is ‘a solitary school child, neglected by his friend’s’. Scrooge sobs at this because he knows the child is him. The ghost of Christmas Past is trying to convince Scrooge to change his ways so that he never has to experience another lonely Christmas, and instead help others never to experience what he has been through. The second spirit is the Ghost of Christmas Present, who shows Scrooge what it is like to have a traditional Christmas dinner by taking him to the home of the Cratchit family. As I explained in paragraph four, the Cratchit’s only have a small amount of food to share between eight of them, because Scrooge does not pay Bob Cratchit enough to support his family. The spirit also torments Scrooge about Tiny Tim at this stage by saying that ‘if the shadows remain unaltered by the Future, the child will die’. Scrooge is annoyed by this and Dickens uses this to show that he cares for Tiny Tim and wants him to survive. The ghost then quote’s Scrooge’s words from the scene with the charity men: ‘If he be like to die, he had better do it, and decrease the surplus population’. To this, Scrooge hangs his head in shame. The spirit then compares the Cratchit family, who are fairly poor but still happy and generous in spirit, with the home of Scrooge’s nephew Fred who lives a comfortable and happy life with his family. This teaches Scrooge that wealth does not always lead to happiness and can sometimes lead to the opposite, which in this case is Scrooge’s life. After this, the spirit shows Scrooge the two children from deep poverty, as explained in paragraph seven. The third and final spirit is the Ghost of Christmas Yet to Come who does not speak, but points Scrooge in the right directions. He takes Scrooge to four different places, showing him men talking about a funeral, a person buying the dead person’s belongings and then on to the Cratchit’s house again, where he realises that the family are sad and quiet because Tiny Tim’s life has ended. The spirit finally takes him to his own grave, where Scrooge realises that the dead man’s funeral and belongings are his own. The ghost of Christmas Yet to Come teaches Scrooge that unless poverty is changed or improved, the end of society is near. Scrooge asks if there is any refuge or resource for them to which the spirit replies with a quote from Scrooge: ‘Are there no prisons? .ue64216180f96c5413c174eee703fa3c6 , .ue64216180f96c5413c174eee703fa3c6 .postImageUrl , .ue64216180f96c5413c174eee703fa3c6 .centered-text-area { min-height: 80px; position: relative; } .ue64216180f96c5413c174eee703fa3c6 , .ue64216180f96c5413c174eee703fa3c6:hover , .ue64216180f96c5413c174eee703fa3c6:visited , .ue64216180f96c5413c174eee703fa3c6:active { border:0!important; } .ue64216180f96c5413c174eee703fa3c6 .clearfix:after { content: ""; display: table; clear: both; } .ue64216180f96c5413c174eee703fa3c6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue64216180f96c5413c174eee703fa3c6:active , .ue64216180f96c5413c174eee703fa3c6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue64216180f96c5413c174eee703fa3c6 .centered-text-area { width: 100%; position: relative ; } .ue64216180f96c5413c174eee703fa3c6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue64216180f96c5413c174eee703fa3c6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue64216180f96c5413c174eee703fa3c6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue64216180f96c5413c174eee703fa3c6:hover .ctaButton { background-color: #34495E!important; } .ue64216180f96c5413c174eee703fa3c6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue64216180f96c5413c174eee703fa3c6 .ue64216180f96c5413c174eee703fa3c6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue64216180f96c5413c174eee703fa3c6:after { content: ""; display: block; clear: both; } READ: Shakespeare reveals EssayAre there no workhouses? ’ The moral points shown by the spirits are that there is still time left on earth to change no matter how bad you have been or how many things you have done wrong, and that people are prepared to forgive you. This is shown by Dickens at the end of stave four, where Scrooge says ‘I will honour Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present, and the Future. The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Oh, tell me I may sponge away the writing on this stone! ’ This is very significant as it sums up what the spirits have taught Scrooge and show that he has taken it all in. Charles Dickens uses lots of great language and many different techniques to describe and comment on everything happening throughout the storyline. The structure of the novel is separated into the Three spirits, with ‘Marley’s ghost’ and ‘The End of It’ outlining the story. Dickens uses wide-ranging dialogue to show what different characters are thinking such as Scrooge and the spirits. Dickens uses the story to offer different moral messages to the reader such as the Ignorance and Want scene. One of Dickens’ techniques is the use of adjective lists to describe an event or place in great detail, such as the first appearance of the Ghost of Christmas Present, where Dickens lists at least ten different items that had appeared. In the first pages of the novel, Dickens uses personification and metaphors to compare and describe people as the weather, such as ‘the cold within him froze his old features, nipped his pointed nose, shrivelled his cheek, stiffened his gait’ and ‘a frosty rime was on his head, and his eyebrows, and his wiry chin. ’ Throughout A Christmas Carol, Dickens explains the dangers of poverty, emphasised with the use of Tiny Tim, a crippled child with a family that cannot afford to pay for his treatment, because of Scrooge. Also, Dickens shows the effects that ignorance can have on the world and that if nothing is done to help poor families, then the end of society is near, as shown with the two children. Dickens includes little insights into Victorian life throughout the novel, such as cooking Christmas dinner in the bakers’ ovens and hand me down clothes of the Cratchit family. In addition, Scrooge describes the atmosphere by personifying the potatoes bubbling in a pot at the Cratchits as if they were enjoying the feast as well. In conclusion, I think that Dickens enables the reader to see how much society has changed since the mid nineteenth century, and that the division between the wealthy and the poor is still increasing around the world today. I think that Dickens did not set out to tell future generations about the nineteenth Century, but to describe the life of poor people and the damaging effects of poverty to the ‘upper class’ of the Victorian times. I also believe that Christmas Carol has some relevance to our current society because many people in the modern world, although poor, consider themselves to be happy which can be compared to the Cratchit family in the novel.

MacBeth Essays (448 words) - Characters In Macbeth,

MacBeth Macbeth Historical MacBeth compared to Shakespeare's MacBeth Although most of Shakespeare's play " MacBeth " is not historically accurate, MacBeth's life is the subject of the tragedy. There are characters and events that are based on true events and real persons but, Shakespeare's "MacBeth " differs significantly from history's MacBeth. The first example of a difference between the Shakespeare "MacBeth" and historical MacBeth is the death of Duncan I. In Shakespeare's " MacBeth ", Duncan I was murdered by MacBeth. A prophecy said to MacBeth by one of the three witches "All hail, MacBeth, that shalt be King hereafter1 ." was what prompted Gruoch, MacBeth's wife to plot the murder of Duncan I as he slept in their castle. In history, MacBeth established himself as the King of Scots after killing his cousin Duncan I, in battle near Elgin not as in Shakespeare's play by killing him in his sleep. Duncan I was killed on August 14, 1040. MacBeth then reigned as king for seventeen years. As previously stated Duncan I and MacBeth were cousins, a fact not brought out in the play. Shakespeare loosely based the play," MacBeth " on events he found in Raphael Holinshed's Chronicles of England, Scotland, and Ireland. " Raphael Holinshed's Chronicles of England, Scotland, and Ireland, are the materials that furnished Shakespeare with his plot2. The chronicles were an account of the history of the country of which they came from. Another major difference, is that Duncan I was not the ageing and respected king Shakespeare makes him out to be, In real life, Fiona Summerset Fry author of History of Scotland says " He was actually an impetuous and spoilt young man whose six years of kingship brought glory neither to Scotland nor to his family3." In the play's last scene, McDuff kills MacBeth and automatically becomes the new King of Scots. In actual history MacBeth is killed by Malcom III but Lulach, MacBeth's stepson, becomes the king after the noblemen of Moray fight for his succession. Lulach reigned for seven months and was then dethroned by Malcom III of Caenmore. MacBeth is presented in the play as clumsy and unorganised. In reality though, he was one of the best kings that Scotland ever had. " During his reign, he went on a pilgrimage to Rome for several months4." His kingdom was in well enough order and he was in high enough regard with his nobleman that he could leave for a long period of time. Another way you could tell that MacBeth was a good king because, " He organized troops of men to patrol the wilder countryside and enforce some type of law and order5." As far as historians know, this was the first type of law and order in Scotland before 1100. Shakespeare had financial and political motivation to change some of the historical facts. In order for him to receive payment for his writing it was necessary for him to impress King James I. Shakespeare also changed the name of his acting company to the " Kings men," because he wanted to establish himself as a better writer. He could do this by having the King's influence.

Explain how Maintenance and Calibration of Equipment fit into a Quality System essays

Explain how Maintenance and Calibration of Equipment fit into a Quality System essays Explain how maintenance and calibration of equipment fit into a quality system. In the laboratory quality is synonymous with accuracy. For a laboratory accuracy of results is of paramount importance as a failure to achieve accuracy in a set of results could lead to damaging financial loss in a marketing environment or even result in a miscarriage of justice if quality control is inadequate within a forensic lab. Quality control within a lab must therefore control all factors in the analytical system that may influence the analytical results. Instruments used in the determination of results along with auxiliary equipment and the materials involved in the analytical operations are all extremely important factors within an analytical system, therefore the functioning capability of these factors must be optimised. Lab instruments such as A.A spectrometers and gas chromatographs must be maintained in order to produce sufficiently accurate, reproducible results. Lab personnel experienced in the operation of the instrument usually carry out general maintenance, such as the replacement of consumable parts and cleaning. Instrument specialists are employed for repairs lab personnel are unable to fix. It is necessary, for a quality system, that all personnel, whether in-house or contractor, operating or maintaining lab instruments be qualified to a level that allows them to do so without compromising quality hence only qualified persons are permitted access to the instruments. Quality systems require a maintenance schedule detaili ng how often equipment should be serviced and how maintenance procedures should be carried out. All maintenance procedures carried out must be entered in a log for future reference. This may be useful for the discovery of recurring malfunctions or used to establish accountability. When laboratory instruments are fully operational and ready to use they must be seen to be producing acceptably accurate results ...

Fort and Other Strong Words

Fort and Other Strong Words â€Å"Fort† and Other Strong Words â€Å"Fort† and Other Strong Words By Mark Nichol Fort and other words beginning with that formidable foursome of letters have a strong heritage going back to ancient Latin. Here’s a discussion of fort and the fort- family of words. Fort derives, through the identically spelled French word meaning â€Å"strong,† from the Latin term fortis, which has the same meaning. (That word is also the origin of force.) The variant fortress is ultimately from the Latin term fortalitia by way of the French word forteresse, meaning â€Å"strong place.† (The suffix -itia, denoting condition or quality, is also sustained in duress and largesse.) Another noun referring to a stronghold is fortification; the verb form is fortify. Fortitude refers to the characteristic of strength. Another word, forte, has two distinct meanings based on convergent evolution from Latin. The Italian term forte, which shares fort’s etymology, is used as a music instruction in English to indicate that a composition, or part of it, should be played loudly. The Italian term also appears in the instruction pianoforte, meaning â€Å"soft and loud.† (Piano is from the Latin word planus, meaning â€Å"even, flat, smooth†; later, the Latin word and its French descendant acquired the additional sense of â€Å"soft.† The musical instrument called the piano was originally referred to as a pianoforte because one could produce both quiet and loud notes on it.) Forte, from the French word fort, meaning â€Å"strong point† (as of a sword blade) and acquiring the e in imitation of the Italian word, came to refer to a person’s primary skill or talent, though it still refers to the part of a blade near the hilt. This site generally does not discuss pronunciation, but note that the common pronunciation â€Å"for-tay† erroneously reflects the Italian term, not the French word for â€Å"strong point,† which in French is pronounced â€Å"for.† However, the two-syllable punctuation is ubiquitous, and you are likely to confuse people if, when using it for this sense, you pronounce it â€Å"correctly† (â€Å"fort†). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?How to Punctuate Descriptions of ColorsThe 7 Types of Possessive Case

A View from the Bridge by Cherokee McDonald & Two Ways of Seeing a Essay

A View from the Bridge by Cherokee McDonald & Two Ways of Seeing a River by Mark Twain - Essay Example 2. Comparative Analysis Although the two essays deal with two different subject matters and themes yet there are some similarities in the thematic concerns and symbolism incorporated by the two authors. However the technique or the style of narration utilized and the depiction of the theme and symbols highlight their individualistic writing styles. 2.1. Narration Technique Mark Twain in his treatise uses the technique of third person narration which provides the readers with a chance to draw their personal conclusions as he acts as a mediator between the reader and the text. On the other hand McDonald employs the first person narration technique. Although generally it is assumed that first person narration limits a text’s interpretations for the readers since it is a first hand account of a writer’s explication of a situation. Yet the incorporation of the dialogues can be inferred as a technique employed in order to establish a close connection between the action of tak ing place in the essay and the readers. The use of dialogues also camouflages the presence of the writer or the narrator in the text. However a major similarity that is observed in the depiction of writing style is that both authors illustrate detailed descriptions. As observed that McDonald says, â€Å"He was a lumpy little guy with baggy shorts, and a faded T-shirt and heavy sweat socks falling down over old sneakers† (). Similarly Twain states, â€Å"A broad expanse of the river was turned to blood; in the middle distance the red hue brightened into gold†¦ in another the surface was broken by boiling, tumbling rings, that were as many-tinted as an opal; where the ruddy flush was faintest, was a smooth spot that was covered with graceful circles...high above the forest wall a clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the unobstructed splendor that was flowing from the sun† (). Hence both the writers pay special attention to t he minute details. 2.2. Thematic Concern A major common theme that both the authors deal with in their respective pieces of work is the theme of innocence although the manner in which they project it is different. It is stated in Two Ways of Seeing a River that, â€Å"Now when I had mastered the language of this water and had come to know every trifling feature that bordered the great river as familiarly as I knew the letters of the alphabet, I had made a valuable acquisition†¦ All the grace, the beauty, the poetry had gone out of the majestic river† (). This line can be interpretted as, that the writer believes it is better to retain an aura of mystery or innocence and all the secrets should not be revealed so that it can stimulate human curiosity and interest. Since when all the mysteries are unveiled as is the case with the river than it becomes monotonous and even stifling because the newness fades away. Moreover in terms of human beings and their behavior it can be perceived that Overanalyzing of people or even ones self can result in the loss of beauty (however bittersweet) of humanity. A similar theme is used by McDonald in his essay. He emphasizes the importance of innocence through the actions of the blind child i.e. since his lack of sight hinders his quest for knowledge the

Citizenship Curriculum Guidelines Changed the Methods of Teaching Essay

Citizenship Curriculum Guidelines Changed the Methods of Teaching Citizenship in English Secondary Schools - Essay Example As the report declares the active elements of teaching Citizenship usually engage pupils that are more difficult and if these elements were introduced into other mainstream lessons they could contribute to pupils engaging with learning, leading to less exclusion, less negative incidents improved attendance and improved classroom behaviour. The text of the current literature in Wright’s Teaching citizenship in the Secondary School supports student teachers, NQTs and practitioners in implementing the Citizenship Order in secondary schools - to be introduced in September 2002. This paper stresses that other changes in curriculum plans include providing further support for teachers. Recent efforts have been put forth to provide support for teachers in developing levels of religious and theological literacy, both of individual pupils and the society as a whole. It suggests tasks, activities and further reading designed to enhance the experiences of teachers. Resources are a factor that have been addressed in curriculum guidelines in the past and are a concern for the future. Tudor’s book is founded on the new curriculum for citizenship and the issues that arise from these changes. The book provides practitioners in secondary schools with the essential tools needed to teach citizenship. Tudor provides an overview of the citizenship order and gives guidance on how to fulfill its three main elements: social and moral responsibility, community involvement, and political literacy.

Fast Food Essay Example for Free

Fast Food Essay ? A fast food restaurant is on every corner, but is actually good for you? Fast food became popular in the early 1900’s but it didn’t just take off. Fast food has made quite a journey in its development opening opportunities along the way. It has its advantages and disadvantages but being aware of them is very important. Fast food has made a huge impact on our nation’s health and economy. How was fast food developed? Burgers made at fairs, carnivals, and events were known as low quality. It took America a while to warm up to the idea of fast food. Many people mistakenly assume McDonalds was the first fast food chain but it was not. In the 18th century the convenience of eating away from home was becoming popular. As a result, White Castle was the first chain beginning in Wichita, Kansas. To make the idea of eating away from home more appealing they built their restaurants to show the customers the food being prepared. White Castle’s reputation for well-cooked burgers spread nationwide, making it easier for other fast food restaurants to move in. The McDonald brothers opened their redesigned restaurant in 1948. Soon after, Taco Bell and Burger King opened in the 1950’s and Wendy’s in 1969. Even though McDonalds is the name of fast food it has made a bad reputation in other countries because of its exaggerated marketing to children and unhealthy ingredients. Obviously, it took time for the United States to begin trusting fast food. Fast food can be hurtful to our bodies and the environment. The effects impact both children and adults. Within the food, the lack of some nutrients like Vitamin B and Omega 3 Fatty-Acids causes a person to become unhappy. This unhappiness leads to further problems like depression. Another major problem is the fatty foods sold in fast food restaurants cause a higher risk for Alzheimer’s. In 2009 the University of Berkley did a study that stated that the closer you live to fast food the higher the risk of problems with obesity. Obesity has swept this nation strongly and is one of the most impactful health problems today. Fast foods campaign directly towards children and tempt them with toys and playgrounds. Children obesity rate has tripled in the last 30 years alone as a result. Fast food has also contributed to our planet in a negative way. Livestrong. com states â€Å"To make 1 lb. of hamburger, for example, it takes 16 lbs. of grains and up to 2,500 gallons of water. † The New Community Project says if the people of the world ate more plant-based food we would be able to give food and clean water to the people who don’t have access now. Eating fast food often can be hurtful towards the body and the environment. After many complaints, the fast food industry is finally addressing the health problems. In 1965, the first Subway store was opened with its original title Pete’s Subway. Subway has addressed the issues of unhealthy living with their new spokesperson Jared Fogle who lost 245 lbs. after eating subway for a year. He began being shown in commercials and ads telling people his story. Subway then started adding the amount of calories in specific ingredients to the menu. They also started a new list to the menu called Fresh Fit that includes healthy options for every meal. Many fast food chains caught on to this idea and started showing healthier options and adding calorie counts to their menus. The fast food industry has only begun creating a healthier lifestyle option for people. The fast food industry hit this nation by storm. It has its advantages but do they outweigh the consequences? People of this nation need to watch how much fast food one consumes. Fast food can be good or bad, it all depends on what people choose. Cites Disadvantages of Fast Foods. LIVESTRONG. COM. N. p. , n. d. Web. 12 Sept. 2013. How Fast Food Works. HowStuffWorks. N. p. , n. d. Web. 12 Sept. 2013. Ashley Bruce 9/12/13.

Millard Fillmore :: essays research papers

Fillmore, Millard (1800-1874), 13th president of the United States (1850-1853) and the second vice president to finish the term of a deceased president. He succeeded Zachary Taylor at a critical moment in United States history. The Mexican War (1846-1848) had renewed the conflict between the Northern and Southern states over slavery, since it had added new territories to the United States. The debate over whether these territories should be admitted as free or slave states precipitated a crisis that threatened civil war. Much to the relief of Northern and Southern politicians, Fillmore pursued a moderate and conciliatory policy. He signed into law the Compromise of 1850, which admitted one territory as a free state and allowed slave owners to settle in the others. This compromise did not solve the basic problem of slavery but did preserve peace for nearly eleven years. During that time the North gained the industrial power that enabled it to defeat the South when civil war eventuall y came. Fillmore was born in upstate New York in 1800. He was the second child and eldest son in a family of nine. His parents, Nathaniel and Phoebe Millard Fillmore, had moved from Vermont to New York several years before his birth. Young Fillmore did chores on his father's farm, worked as an apprentice in the clothier's trade, and attended local schools irregularly until he was 17. Although the only books in his home were the Bible, an almanac, and a hymnbook, Fillmore managed to educate himself with the help of a village schoolteacher, Abigail Powers. When he was 19, Fillmore began to study law with Judge Walter Wood of Cayuga County. He supported himself by teaching school. When his family moved to East Aurora, near Buffalo, New York, Fillmore continued his study of law and his teaching. In 1823 he opened a law office in East Aurora. Three years later he married Abigail Powers. The couple had two children, Mary Abigail and Millard Powers. In the early years of their marriage, Mrs. Fillmore continued to teach school and to help her husband with his law studies. In 1826, the year Fillmore was married, an incident in western New York set him on the road to the presidency. When William Morgan, a former member of the Masonic fraternal order who had written a book that claimed to expose the order's secrets, disappeared, the rumor spread that he had been murdered by avenging Masons.

Child of Divorce Essay

Divorce is becoming a norm in the society nowadays. This refers to the complete termination of marriage between the couple who demands for it. Through the dissolution of the bonds of matrimony, both parties are allowed to marry again (Gallagher, 1996). However, opposing views are prevailing regarding divorce. For those who are in favor of it, divorce can be regarded as the only legitimate remedy when happiness and affection are no longer provided in the marriage (Scanzoni 1965). For those who are against it, divorce causes psychological problems and damage to social cohesion (Diefenbach, 2007). Divorce is not just the story of the couple parting ways but it is more of a story of the children who are products of a divorced marriage. â€Å"Human children need parents longer than any other species and are totally dependent on parents for food, shelter, and protection for the first several years of life. This dependency spawns a fear of abandonment. In divorce, one of the parents leaves. When one parent leaves, the children feel rejected. The loss children feel at divorce is similar to that experienced when a parent dies. Divorce might actually be harder on children because it lacks the concrete cause and finality of death (Bryner, 2001). † This causes most of the children of divorce to be more aggressive, impulsive and develop antisocial behavior compared to children from intact families (Hetherington, 1999). Others also exhibit lower academic performance (Kelly, 1998). However, some children manage to develop without these deleterious effects of divorce. As a matter of fact, these children are found to have less stereotyped sex behavior, greater maturity and greater independence (Emery, 1995). The developmental stage of the child when the divorce of his parents occurs is predictive of the child’s behavior and reaction towards the situation. An infant or a toddler will not react at all to his parents’ divorce because he can’t still comprehend the situation. However, a preschooler will tend to blame himself as the culprit of his parents’ divorce. Because he feels guilty and fears that the remaining parent may also leave him, he becomes more possessive of his parent (Roseby, 1998). For a young school-aged child, the divorce of his parents gives him a sense of responsibility. He feels that he should bring his parents together again and think of strategies that will make his parents interact in any way (Lansky, 1996). On the other hand, older school-aged children tend to blame one parent and take the side of the other parent. They become anxious and worrisome of the situation which makes them prone to illnesses such as headaches, sleeping disorders, chest pains, diabetes and asthma (Kimball, 1994). The reaction is more deleterious with adolescents who entirely mask their reactions. They switch to other outlets such as peers, sex, alcohol and drugs because they hate being bothered by their parents’ lives (Thompson, 1998). I have a friend named Diane. Fourteen years ago, her parents separated by divorce. Back then, she was only turning three and didn’t know anything about the chaotic situation between her parents. She was left to the custody of her mother while her father was just obliged by the court to provide some financial assistance. Everything went well with this arrangement until she entered primary school where she had greater monetary needs. Unfortunately, her father had another family and was compelled to reduce the money sent to her. This was the reason why her mother was obligated to work in order to support her. Because her mother became busy in her work, Diane was always left with her grandmother whenever she was off from school. It was only through her grandmother that everything regarding her family became clear. She hated the fact that her own mother concealed their broken family from her and would always say that her father is just working in a far away place. She realized that she will never have his father back and that her fantasies of having a complete family would never be real. That time, she began to skip classes in school and whenever she would attend a lecture, she never participates in the recitation. She also failed our exams. I was really worried about the big change in her behavior because she used to be the top student of our class. I just learned about her family problem when she never attended classes for a week and her mother came to our school looking for her. One of our classmates revealed that Diane eloped with her boyfriend. I can’t forget the face of Diane’s mother crying and blaming herself for what had happened to her daughter. After that, I never saw Diane again. The last news I heard about her was that she is living with her mother again. She broke up with her boyfriend but gave birth to a baby boy, who, like her, is a child of divorce. Diane’s story is just one of the millions of stories which we can get from the life of a child from a broken family. In her case, the effects of divorce were appalling because of the lack of effective communication. It would have been better if both her parents explained to her the situation and the reasons why they should have divorce. When Diane learned that her parents were already divorced, she was very frustrated because she fantasized of having a complete family when her father returns from work. She also felt betrayal because her mother never told her what’s real. These extreme negative emotions changed her attitude and made her rebel against the situation. Also, Diane’s mother was very preoccupied in her work that’s why she was not able to keep an eye on the performance of her daughter in school. If only she did, maybe she was able to help Diane solve her emotional problems at an early stage. After all, divorce can really cause a big scar but it doesn’t really have to. References: Bryner, C. L. (2001). Children of Divorce. Journal of the American Board of Family Medicine Practice;14:201–10. Diefenbach, H. and Opp, K. D. (2007). When and Why Do People Think There Should Be a Divorce? http://rss. sagepub. com/cgi/content/abstract/19/4/485. Emery, R. E. and Coiro, M. J. (1995). Divorce: consequences for children. Pediatric Review;16:306 –10. Gallagher, M. (1996). The Abolition of Marriage. Regnery Publishing. Hetherington, E. M. and Stanley-Hagan M. (1999). The adjustment of children with divorced parents: a risk andresiliency perspective. Journal of Child Psychology; 40:129–40. Kelly, J. B. (1998). Marital conflict, divorce, and children’s adjustment. Child Adolescent Psychiatry;7:259 –71. Kimball, G. (1994). How to survive your parents’ divorce: kids’ advice to kids. Chico, California: Equality Press. Lansky, V. (1996). Divorce book for parents helping your child cope with divorce and its aftermath. Minnetonka, MN: Book Peddlers. Roseby, V. and Johnston J. R. (1998). Common developmental threats in high-conflict divorcing families. Child Adolescent Psychiatry;7:295–309. Scanzoni, J. (1965). A Reinquiry into Marital Disorganization. Journal of Marriage and the Family 27: 483–91. Thompson, P. (1998). Adolescents from families of divorce: vulnerability to physiological and psychological disturbances. Journal of Psychosocial Nursing and Mental Health Service;36(3):34 –9.

Skywest Case Study

SkyWest, Inc. , and the Regional Airline Industry in 2009 Strategic Profile and Case Analysis Purpose: The US regional airline industry like any industry has experienced some major pitfalls that can be attributed to the current economic global downturn. As a result, major stakeholders in the industry are looking for better strategies to cope.Among the pressing challenges are; the increasing and fluctuating cost of fueling the jets, the prohibitive costs of acquiring funds to purchase new jets, the intense competition among the major players, the dwindling market of business and leisure travelers, regulations that have increased costs, and the effects of September 11, 2001 terror attacks which has brought enhanced security which for the airline industry means long checks and overall dissatisfaction in customer service.Although it looks like the sky is falling for the airline industry, the gleam of hope that regionals like SkyWest are bringing to the complex airline business is showing a slow but hopeful recovery for the airline industry. This case analysis will first detail the internal workings of the regional airline industry and will specifically address SkyWest, Inc. , with regards to its strategies including the challenges it faces and the core competencies it has in its operations. This analysis will also focus on the product SkyWest, Inc. ells and the challenges, strengths, weakness, opportunities and threats (including financial) it faces in the regional airline industry and will recommend strategies that will strengthen the brand of the company. Industry analysis: Regional carriers like SkyWest airlines provide transportation to and from small communities through large airports where the major airlines operate, which in the industry lingo is called a regional feed. They also help to increase frequency of service in mainline markets during times of day of the week when demand does not call for use of large aircraft.The service that regionals provide is a s a result of partnerships with the major airlines that are usually contractual. This partnership is a symbiotic relationship that caters to the needs of both segments. Aircraft used by regionals include turboprops and jets that are usually owned by the regionals but carry the major airline’s flag. Regionals also own and operate their own brands that mostly cater to small communities; the term commuter airline is usually used when they perform this role.In the past decade, US Regional airlines enjoyed robust growth and financial returns over the past several years when major’s or network partners reduced capacity and outsourced flying due to financial trouble. SkyWest, Inc. , is a leader in the regional arena and this case will be based on that premise. SkyWest Strategy: Strategy according to the textbook is â€Å"doing what competitors don’t do or, even better, doing what they can’t do†. (Page 9). SkyWest is focusing on a low-cost provider strateg y in the regional airline industry.By focusing on a narrow market niche, SkyWest is building a competitive edge by doing a better job than its rivals. Another strategy it employs is growth; the company has realized an internal growth through the expansion of its partnerships, geographic growth and the pursuit of new partnerships. But most importantly the reasons why SkyWest is successful is the efficiency it employs by the way: †¢It manages its fleet, thus less accidents and downtimes. †¢It empowers its employees better than other regionals; benefits, pay, continuous education. †¢On time performance- by consistently being the best in on time arrivals. Most importantly is how it manages its finances. Cost control is a major company undertaking and the ability to anticipate and cut costs has made the company competitive. The company has fine-tuned its core competencies through partnerships with Delta Connection and United Express which has created growth opportunities t hrough the volume of business these two airlines brought. By having a strong, focused and forward strategy, SkyWest benefited when these two major airlines were in bankruptcy. SWOT ANALYSIS: (Strength). †¢Safety – exceeds conventional safety standards. †¢Low-cost provider Cost efficient – the company has ordered jets that will be cost efficient/fuel. †¢Market reputation – on-time arrivals and cancellations- this attribute makes it attractive for other major airlines who can benefit using SkyWest as their regional servicer. †¢Financial stability – consistent growth in operating revenues/income. †¢Implementation of Stetson Quality Suite. Weakness – First, ASA (Atlantic Southeast Airline) – the acquisition of ASA from Delta in 2005 expanded the company business, however the labor unions that represent ASA employees is a weakness that can ground the company in case of a strike.Secondly, SkyWest was ranked low on customer service; this in the airline industry is a major requirement for competition since the product is universally the same when viewed by the customer. Developing and maintaining a high level of customer service is crucial. Third, the partnerships with Delta and United are also a weakness since the two major have similar business models. The majority of the company business comes from these two and the fact that both companies had undergone bankruptcy signals SkyWest to diversify its operation.The reliance on only these two is a major weakness that has to be addressed. Delta’s decision for not paying the $25 million it owed SkyWest is a . To add on this, issues like lost baggage accounted for a terrible rating of 9. 53 reports per 1000, which was double the industry average. Also a high number of customer complaints Airline quality rating study found SkyWest near the bottom of 16 airlines for customer service. Passengers also see the small planes as less safe than the bigger and more spacious airplanes that the majors operate.The company is bounded by the â€Å"scope clause† after the ASA acquisition. OPPORTUNITIES: †¢Low cost partnerships – SkyWest currently has no partnerships with this segment of the business. Creating partnerships with low cost providers is a future opportunity that can increase revenue. †¢Increase in business travelers- in the past the majors had the bulk of these niche, however regionals can get into this market because business travelers are becoming cost conscious and are frequent users thus untapped revenues can be realized. Changing industry – the major airlines are going through tough financial times thus there is more business to be realized from their outsourcing to regionals like SkyWest. †¢Global market – the company currently has operations in Europe, Latin America and China. Other avenues in the expanding global market can be explored. THREATS: †¢Labor unions – threat from acquisitions like ASA, which is union oriented. †¢Cost of fuel – the unpredictability of the energy industry is always causing uncertainty in the airline industry. Any increase in demand (from ASIA-especially China) can cause the cost of fuel to increase. Majors’ airlines may start their own low cost providers, competition is getting stiffer. †¢Government regulations- for instance the current restrictions placed on entrants to some markets and the $262 to $577 cost of regulation to the industry. †¢The economy – if it follows the current trajectory, competition for scarce revenues will continue. †¢Shutdown of major airline hubs †¢Competitors – Republic Airways Holdings acquired Midwest and Frontier †¢Scope Clause- it would limit the size of aircraft the company operates Financial Analysis:Looking at the company finances, the outlooks looks gloom. However, the nature of the current economy has contributed largely to SkyWes t, Inc. , reduction in revenue. Lost in the numbers are factors that were beyond the company’s control including costs like acquiring ASA, and figures like the $5. 2 million lost because of the Denver International Airport closure in December 2006.. Consequently, because SkyWest depends on revenues from its major partners, the cost of fuel that the partners reported in 2009 were reported as revenue, which means the numbers were not accurate.In addition, even with the growth in revenue in 2008, a decline in reported income of $111. 4 million was reported from the previous year (2007) and a decline of $29. 8 million for the quarter ending in December 31, 2008. Of particular importance is the $18. 3 million decline that was due to â€Å"reductions in flight schedules made by the company major partners†. (page c-208). ASA (which serves the southeast region) experienced cancellations and delays due to weather and grounding of 60 aircrafts due to safety issues which further reduced revenues by $7. 6 million.A further $5 was lost due to negotiations with Delta Airlines in regard to expenses. A more revealing picture is when the operating profit margin (left over revenue after paying variable cost) is calculated. SkyWest declined from 12. 5% in 2004 to 7. 30% in 2008. In contrast, the news is not all that bad. SkyWest management predicts a promising future. The combined revenue passenger miles increased by 4. 9% in June 2009 and its overall load factor were up by 2. 3%. Recommendations: SkyWest, Inc. , has all the necessary ingredients to sustain its leadership in the regional airline business.Case and point was when its consolidated revenues were $3,114 million at the end of the year 2006, up from $1,964 million the year before. However, the strategy of growth that the company is currently on signals pitfalls that are in its future. For instance, the partnership dependence that it places on the major airlines like Delta and United makes it vulnerable. B oth majors underwent bankruptcy and relying on them for revenues is risky for the company. Delta refused to pay the $25 million owed because it knew that SkyWest would not sue them because of their business.SkyWest should acquire low cost providers or even acquire other regionals to decrease adventures like ASA (unionized, poor performance culture). In addition, it should look into code sharing ventures that are less risky because the growth pattern it is capable of pursuing will yield more revenues. Of particular importance are the rival regionals like Frontier (owned by Republic), Southwest and the Mesa Air Group. In order to be competitive, SkyWest should look for ways that the company can acquire rivals. The move to pre-empt rivals will extend the reach of the company geographically and it would discourage new entrants.In addition, the company has to improve its customer service (training frontline employees) because the cost of losing customers translates directly into lost rev enues. ASA in particular came with a terrible image and the transfer of core competencies/culture from the parent company will improve the overall outlook and brand of the company. Moreover, after the ASA acquisition, the issue of unionized employees who joined the company has to be addressed. If the option of negotiation between the company and the union ever fails, major problems can be experienced.SkyWest, Inc. should keep ASA separate because in the event of a strike, business will be affected. Finally, the issue of going global in the regional airline industry is important. SkyWest operates in Europe, China and Latin America. The opportunities in China, Mexico and Latin America are possibilities that the company should explore. However, the decision to expand can make SkyWest, Inc. , vulnerable at the home market; thus a careful well researched and strategic plan should be implemented before embarking on a global arena. by capitalizing on external opportunities and fortifying t heir internal strengths, SkyWest, Inc. , can achieve better shareholder returns and remain the leader in the regional airline industry†. (USATODAY). Works Cited Thompson, A. A. , Strickland. A. J. and Gamble, J. (2005) Crafting and Executing Strategy (18th edition), McGraw-Hill, New York, pages C-206– C-226). USA TODAY (2009). Regional airline thrive while the big boys cut back. Retrieved from http://www. usatoday. com/travel/column/grossman/2013-21-3regional-airlines_N. htm

The Non-Identity Argument essays

The Non-Identity Argument essays In This paper, I will be describing why the non-identity argument is justifiable because black people deserve some type of compensation for slavery due to the mistreatment of their ancestors during the time of slavery in America. On the other hand, I will be supporting the negative that the non-identity argument is sufficient and a valid justification as to why black people do not deserve reparation. They do not deserve reparation on the basis that black people are better off in America than they would have been in their African counterpart had America not participated in the slave trade. I will also be describing why the non-identity problem poses a problem for the compensation argument. To put the non-identity problem, in regards to compensation, in my own words, I would first point out that there is no concrete definition to explain who would be receiving benefits from an entity, and going a little further, who would be dealing out this compensation to a specific set of people. Even though this problem of non-identity within the black race is quite a task to distinguish amongst many philosophers, the non-identity problem can be as simple as; should decedents of slaves in America receive compensation, whether it is financial, higher education opportunities, or certain rights that the normal population does not receive. This is basically one of the reasons why tying Non-Identity to compensation is such a daunting task and makes is very difficult. When trying to establish that slavery was actually a bad thing that happened to black people, we could try to put a value on their lives, now, compared to what quality of life they would have had if they had been left alone in Africa. I do believe that the people that were directly affected by slavery (actual slaves and their children) should receive some type of compensation because their lives were intensely changed for the worse as they were forced to work for free and live in harsh...

Invariable French Adjectives

Invariable French Adjectives In French, adjectives normally have to agree with the nouns they modify in gender and number. However, there are numerous adjectives which dont agree - they have a single form that does not change to reflect the gender or number of the noun. These are called invariable adjectives. Invariable Color Adjectives French color adjectives derived from nouns, such as animals, flowers, fruits, gems, and metals, are usually invariable:amarante  Ã‚  Ã‚  Ã‚  Ã‚  amaranthine (dark purple-red)ardoise  Ã‚  Ã‚  Ã‚  Ã‚  slate-greyargent  Ã‚  Ã‚  Ã‚  Ã‚  silveraubergine  Ã‚  Ã‚  Ã‚  Ã‚  eggplantauburn  Ã‚  Ã‚  Ã‚  Ã‚  auburnbrique  Ã‚  Ã‚  Ã‚  Ã‚  brick-redcanari  Ã‚  Ã‚  Ã‚  Ã‚  canary yellowcaramel  Ã‚  Ã‚  Ã‚  Ã‚  caramel-coloredcarmin  Ã‚  Ã‚  Ã‚  Ã‚  carminecerise  Ã‚  Ã‚  Ã‚  Ã‚  cherry redchair  Ã‚  Ã‚  Ã‚  Ã‚  flesh-coloredchampagne  Ã‚  Ã‚  Ã‚  Ã‚  champagnechocolat  Ã‚  Ã‚  Ã‚  Ã‚  chocolate-browncitron  Ã‚  Ã‚  Ã‚  Ã‚  lemon-yellowcrà ¨me  Ã‚  Ã‚  Ã‚  Ã‚  cream-coloredemeraude  Ã‚  Ã‚  Ã‚  Ã‚  emerald greengrenat  Ã‚  Ã‚  Ã‚  Ã‚  garnetindigo  Ã‚  Ã‚  Ã‚  Ã‚  indigokaki  Ã‚  Ã‚  Ã‚  Ã‚  khakilavande  Ã‚  Ã‚  Ã‚  Ã‚  lavenderlilas  Ã‚  Ã‚  Ã‚  Ã‚  lilacmarine  Ã‚  Ã‚  Ã‚  Ã‚  navy bluemarron  Ã‚  Ã‚  Ã‚  Ã‚  brownnoisette  Ã‚  Ã‚  Ã‚  Ã‚  hazelocr e  Ã‚  Ã‚  Ã‚  Ã‚  ochreolive  Ã‚  Ã‚  Ã‚  Ã‚  olive-greenor  Ã‚  Ã‚  Ã‚  Ã‚  goldorange  Ã‚  Ã‚  Ã‚  Ã‚  orangepastel  Ã‚  Ã‚  Ã‚  Ã‚  pastelpervenche  Ã‚  Ã‚  Ã‚  Ã‚  periwinklepie  Ã‚  Ã‚  Ã‚  Ã‚  (magpie) - piebald, black and whitepistache  Ã‚  Ã‚  Ã‚  Ã‚  pistachio-greenplatine  Ã‚  Ã‚  Ã‚  Ã‚  platinumprune  Ã‚  Ã‚  Ã‚  Ã‚  plumpuce  Ã‚  Ã‚  Ã‚  Ã‚  (flea) - pucerouille  Ã‚  Ã‚  Ã‚  Ã‚  rust-coloredrubis  Ã‚  Ã‚  Ã‚  Ã‚  ruby redsable  Ã‚  Ã‚  Ã‚  Ã‚  sandy, sand-coloredsafran  Ã‚  Ã‚  Ã‚  Ã‚  saffron-coloredsaphir  Ã‚  Ã‚  Ã‚  Ã‚  sapphire-bluesaumon  Ã‚  Ã‚  Ã‚  Ã‚  salmon-pinktabac  Ã‚  Ã‚  Ã‚  Ã‚  tobacco brownturquoise  Ã‚  Ã‚  Ã‚  Ã‚  turquoisevermillon  Ã‚  Ã‚  Ã‚  Ã‚  vermilionExceptions:   alezan (chestnut), fauve (tawny/fawn), incarnat (rosy), mauve, pourpre (crimson), rose (pink), vermeil (vermillion),and violet are variable according to the normal rules of agreement  chà ¢tain (chestnut brown) is semi-invariable - it usually agrees in number, but rarely in gender Multiple Colors When two or more colors describe a noun, they may or may not agree:1) If there are items of each individual color, the adjectives agree:   des drapeaux bleus, blancs, rouges - red, white, and blue flags (some are red, some are white, and some are blue)des chapeaux rouges et noirs - red and black hats (some are red and some are black) 2) If each item has all of the colors, the adjectives are invariable des drapeaux bleu, blanc, rouge - red, white, and blue flags (e.g., French flags)des chapeaux rouge et noir - red and black hats This is one instance where agreement is useful, because it gives you more detail than what is available in the English translation. Compound Colors When adjectives of color are modified by another adjective or a noun, the adjectives are invariable:une jupe gris clair  Ã‚  Ã‚  Ã‚  Ã‚  light gray skirtdes gants violet foncà ©Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  dark purple glovesune couleur rouge-orange  Ã‚  Ã‚  Ã‚  Ã‚  reddish-orange colordes yeux bleu-vert  Ã‚  Ã‚  Ã‚  Ã‚  blue-green eyesune voiture vert pomme  Ã‚  Ã‚  Ã‚  Ã‚  apple-green cardes fleurs rouge tomate  Ã‚  Ã‚  Ã‚  Ã‚  tomato-red flowers Adjectives Borrowed From Other Languages French adjectives borrowed from other languages are usually invariable:ad hoc  Ã‚  Ã‚  Ã‚  Ã‚  ad hoca priori  Ã‚  Ã‚  Ã‚  Ã‚  a prioriantitrust  Ã‚  Ã‚  Ã‚  Ã‚  anti-trustbaby  Ã‚  Ã‚  Ã‚  Ã‚  babybeat  Ã‚  Ã‚  Ã‚  Ã‚  beatnikcantilever  Ã‚  Ã‚  Ã‚  Ã‚  cantilevercharter  Ã‚  Ã‚  Ã‚  Ã‚  chartercheap  Ã‚  Ã‚  Ã‚  Ã‚  cheap  (poor quality)clean  Ã‚  Ã‚  Ã‚  Ã‚  cleancool  Ã‚  Ã‚  Ã‚  Ã‚  coolcurriculum vitae  Ã‚  Ã‚  Ã‚  Ã‚  curriculum vitae, rà ©sumà ©dance  Ã‚  Ã‚  Ã‚  Ã‚  related to dance musicdesign  Ã‚  Ã‚  Ã‚  Ã‚  designerdestroy  Ã‚  Ã‚  Ã‚  Ã‚  destroyed, trashed, wildexpress  Ã‚  Ã‚  Ã‚  Ã‚  related to espressofahrenheit  Ã‚  Ã‚  Ã‚  Ã‚  Fahrenheitfree-lance  Ã‚  Ã‚  Ã‚  Ã‚  freelancefun  Ã‚  Ã‚  Ã‚  Ã‚  funfunky  Ã‚  Ã‚  Ã‚  Ã‚  funkfurax  Ã‚  Ã‚  Ã‚  Ã‚  furiousglamour  Ã‚  Ã‚  Ã‚  Ã‚  glamorousgold  Ã‚  Ã‚  Ã‚  Ã‚  gold(en)gore  Ã‚  Ã‚  Ã‚  Ã‚  gorygratis  Ã‚  Ã‚  Ã‚  Ã‚  freegroggy  Ã‚  Ã‚  Ã‚  Ã‚  groggyhalal  Ã‚     Ã‚  Ã‚  halal  (in accordance with sharia principles)hi-fi  Ã‚  Ã‚  Ã‚  Ã‚  hi-fihigh-tech  Ã‚  Ã‚  Ã‚  Ã‚  high-techhot  Ã‚  Ã‚  Ã‚  Ã‚  hot (jazz)kascher  Ã‚  Ã‚  Ã‚  Ã‚  kosher (in accordance with Judaic principles)kitsch  Ã‚  Ã‚  Ã‚  Ã‚  kitschindoor  Ã‚  Ã‚  Ã‚  Ã‚  indoorinuit  Ã‚  Ã‚  Ã‚  Ã‚  Inuitjazzy  Ã‚  Ã‚  Ã‚  Ã‚  jazz, related to jazzkif-kif  Ã‚  Ã‚  Ã‚  Ã‚  same, identicalkitsch  Ã‚  Ã‚  Ã‚  Ã‚  kitschlambda  Ã‚  Ã‚  Ã‚  Ã‚  averge, typicallight  Ã‚  Ã‚  Ã‚  Ã‚  light, low in caloriesmarengo  Ã‚  Ã‚  Ã‚  Ã‚  Marengooffset  Ã‚  Ã‚  Ã‚  Ã‚  offsetoffshore  Ã‚  Ã‚  Ã‚  Ã‚  offshoreout  Ã‚  Ã‚  Ã‚  Ã‚  out  of touch, (tennis) outpeople  Ã‚  Ã‚  Ã‚  Ã‚  celebritypop  Ã‚  Ã‚  Ã‚  Ã‚  pop  (music, art)pro forma  Ã‚  Ã‚  Ã‚  Ã‚  pro formapunk  Ã‚  Ã‚  Ã‚  Ã‚  punkrecord  Ã‚  Ã‚  Ã‚  Ã‚  recordrelax  Ã‚  Ã‚  Ã‚  Ã‚  relaxed, informal, laid backrevolving  Ã‚  Ã‚  Ã‚  Ã‚  revolvingselect  Ã‚  Ã‚  Ã‚  Ã‚  select, high-clas s, poshsexy  Ã‚  Ã‚  Ã‚  Ã‚  sexysnob  Ã‚  Ã‚  Ã‚  Ã‚  snobby, snobbishsolo  Ã‚  Ã‚  Ã‚  Ã‚  solosoul  Ã‚  Ã‚  Ã‚  Ã‚  soul  (music)sport  Ã‚  Ã‚  Ã‚  Ã‚  casual, athletic (clothes, shoes)spot  Ã‚  Ã‚  Ã‚  Ã‚  (economics) spotstandard  Ã‚  Ã‚  Ã‚  Ã‚  standardstand-by  Ã‚  Ã‚  Ã‚  Ã‚  stand-bysterling  Ã‚  Ã‚  Ã‚  Ã‚  (pound) sterlingtango  Ã‚  Ã‚  Ã‚  Ã‚  bright orangetop  Ã‚  Ã‚  Ã‚  Ã‚  great, besttrash  Ã‚  Ã‚  Ã‚  Ã‚  trashy, base, tastelessvaudou  Ã‚  Ã‚  Ã‚  Ã‚  voodoovidà ©o  Ã‚  Ã‚  Ã‚  Ã‚  videowaterproof  Ã‚  Ã‚  Ã‚  Ã‚  waterproofzen  Ã‚  Ã‚  Ã‚  Ã‚  Zen

Corporate Social Responsibility and the Corporate Ethics in relation Case Study

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Motivation in the Workplace Research Paper Example | Topics and Well Written Essays - 1250 words

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AIDS Essay Example | Topics and Well Written Essays - 1500 words

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Development Using Different Methods Children And Young People Essay

Development Using Different Methods Children And Young People Essay When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children and young people are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected may be due to impairment. When practitioners and professionals intervene in early years of the children, they will able to get appropriate support they need and their development and their welfare is promoted. Children and young peoples overall outcomes will be promoted significantly when professionals carry out early intervention. There are several methods of monitoring childrens development explained below:- Assessments frameworks Practitioners are required to carry out on going assessments through observations on a diary basis as its integral part of development and learning. Any learning and development needs of children and young people must be addressed by the practitioners with the parent/ carer and relevant professionals. Parents/ carers should be updated regularly with their childrens progress and development. Progress check at two: Practitioners should carry out a progress check when the child is aged between two and three. It should be carried out in the setting where the children spend more time and discuss how the summary of development can be used to support their learning at home. It is a written summary of the childs development in the prime areas. The practitioner must discuss with the parents and / carers how the summary of development can be used to support learning at home. It must reflect on going, regular observation of childrens development. The progress check at two enables practitioners and any other professionals to identify development needs early on in the childs life in order he/she gets the additional support needed. Assessment at the end of the EYFS the Early Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years old and should be before the 30th of June in that term. School must share the results of the profile with the parents / carers and relevant professionals. The profile provides details of the childs knowledge, understanding and abilities, their progress against expected levels and how ready they are for year 1. Observations. In settings, practitioners watch children play and watch how they are behaving. Some observations do not need the practitioner to interact with the children while in others it may be more appropriate for the practitioner to be involved in order to support learning and development. Observations play a very important part in assessing the childrens development. When practitioners carry out observations, they are able to get information about the childs development, interests and their interactions with friends and adults as well their level of concentrations. Standard measurements Different professionals use various standardized measurements to monitor and assess the childrens development. Growth / healthy assessments. These are used to measure and assess the childrens height, weight and head circumference. Auditory assessments. These assessments are used to monitor and assess the childrens levels of response. Reasoning assessments. These assessments are used to monitor and assess the childrens reasoning and they are carried out by educational psychologists. Cognitive aptitude assessments. These assessments are used to monitor and assess the childrens intelligence and they are widely carried out in schools. All the above tests help professionals to see how a child is performing compared to the large group/ population of other children in the same age group. Information from parents/ carers, colleagues and others. Practitioners should collect as much information as possible from parents/ carers when monitoring and assessing childrens development as the parents/ carers spend more time and are more attune with their children. They see the child in a variety of different situations hence have a lot to contribute and they are aware of their learning and behaviour outside the setting. They always have a different perspective. It is very important to also involve the child whenever possible. Key workers generally take lead role in monitoring and assessing their key children but colleagues who also work with the child should also be consulted as they may have different perceptions. (Walker 2011. p.117). CYP 3.1: 3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLES DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN. Children encounter issues in their lives that have a positive or negative influence on their lives and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chance by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Physical factors The childrens/ young peoples genetics affects their development, which includes their physical growth and physical strength. Occasionally a reason for a child not attaining the usual pattern of development cannot be identified, even after professionals have investigated the influences on development thoroughly. One possibility is that its in the childs genetic makeup to have a slow start to their learning (Walker 2011 p.119). The social, economic and cultural factors. Personal choice Families may decide to live in a different way example travelling families. The children/ young peoples education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern. Some families bring up their children differently and some bring up boys differently from girls and this can affect the childrens development. Poverty Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potential Housing and Community Children and young peoples development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning. Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected. Poor parental supervision/ neglect Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour. Educational Environment If the setting does not reach the statutory requirement, this will affect the children and young peoples development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern. Health status and Disability Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives. Learning needs. Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development. Bereavement and loss Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being. Religious beliefs and customs Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live. Ethnic beliefs Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives. Communication skills. Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development. 3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities. Social model of disability When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. The society disables them, rather than enabling them (Walker 2011 p.285). National Occupational standards states that the social model considers that it is society that needs to change and that disabled people have rights and choices. Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships. Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young peoples needs so as to achieve positive outcome. Medical model of disability In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development. The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments. Low expectations When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in. Stereotyping. Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability. Cultural differences Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities. Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another. The benefits of positive attitudes to disability. Positive attitudes to disability helps the children with disability develop a positive attitude towards themselves and they will have high expectations for their life. The children and young people will have increased self-esteem and self-confidence, gain their independence and have a purpose in life. They will be able to achieve a positive outcome with their learning and development. Positivity can also help children and young people to develop resilience to counteract some of the negative attitudes that they will no doubt experience from others during their lives stereotyping and discrimination are prime examples. (Walker 2011 p.287). 3.4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN. A number of professional agencies may become involved when children are identified as not following the expected developmental pattern. The professionals will all work together to support children and their families to ensure that children and younger people achieve their full potential. Children and young peoples outcomes can be improved when multi-agency approach is involved and this includes the children and young peoples development. Below are the professionals involved in the interventions with children. Professional/Agency Main area of responsibility Impact Types of intervention Behavioural Support Service (BEST) They work in partnership with provisions within the framework to include everyone. They promote good behaviour and provide support to children and young people, parents and settings. Behaviour impact the childrens and young people achievements. When children have positive behaviour they achieve at school. Recognising and managing their emotions and learn about relations. Improved educational outcome. Training of staff Advice on how to develop and review behaviour policies. Speech and language therapists. They are employed by the local Primary Health Trust. They assess and treat speech, language and communication problem to allow children to communicate to the best of their ability. Children being able to communicate with others. Meeting their individual development needs. Improved language skills. Settling better in settings and will to learn. Improved education outcome. They are referred from the GP or concern from the setting. Therapy Educating parents and staff. Promoting speech and language development through songs and rhymes involving children and parents. Physiotherapists. They help children who have problems as a result of injuries to rehabilitate and increase their movement and coordination, illness or for medical reasons. When the children and young people are rehabilitated. Improved movement. Treatment Range of motion exercise Electrical stimulation Strengthening exercise Soft tissue movement. Psychologists They help and support children with social, emotional problem or learning difficulties. They offer advice and giving counseling to children and parents. Being able to enhance the childs learning and enabling practitioners to be more aware of the social factors affecting childrens learning. Improved education outcome. Counselling Training Health Visitors. They are health professionals who help, support and educate parents on the way of preventing diseases through immunizations, good child nutrition, minor illness and behavior issues. They advice parents on health and child development. They do home visits and sometimes, they can be found in the local medical centre at least once a week. They support parents to ensure that children are protected from illness and they achieve their developmental milestones. Improve education and life outcome for children and young people. Identifying mothers suffering from depression. Reduced post-natal depression. Medical advice Training Home visits Parental training Social workers They are employed by social services. They provide assistance and advice to children, young people and families with health need, housing issues, and poverty. They support young people living care and those facing difficulties of any kind. Keep families together by giving them support. Children from care fulfil their full potential. Families getting the help they need. Crisis intervention Anger management Stress management Relaxation training Mid wives They offer health support to parents expecting a child/ children. Parent has a successful pregnancy and birth. Reduce the number of women smoking during pregnancy. Increased breast feeding. Increased parental confidence. Training Antenatal care. Pre- and post natal care. Birth plans Training Breast feeding training. Play specialist They are employed by the local Primary Health Trust. They make observations and assessments through play with children in hospitals to identify their needs and fears while in hospital. The children get full recover and play freely without any problems. Assessments Introduction of play Voluntary agencies and services These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations. The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour. Training Support and advice Special Educational Needs Coordinator (SENCO). Works in the setting They have the responsibility to organise identification and support for children with special education needs Being able identify that a child has special education needs and the child being able to get the help they need early on in time. Referrals to respective professionals Support Psychiatrist They are doctors trained medically. They specialise in mental health. They diagnose and support children and young people with mental health problems. When the child and young person get all the support and treatment the y need. When they are able to lead a normal life afterwards. Counselling Training Awareness Nurse specialist They give advice and support to children, young people and their families on how to manage chronic conditions. They also measure and assess childrens development. When families are able to handle and manage chronic conditions. When families are able to get help in time if there are any underlining problems with their childrens development. Training Raising awareness Measurements and assessment of children development. Young justice teams. They work with children and young people with anti social behaviour in the community. They work hand in hand with the social workers. When the children and young people get the support they need to be model citizens. Recognising and managing their emotions and learn about relationships. Improved social and emotional skills, attitudes, behaviour and academic performance. Target offending behaviour Thorough assessments of children and young peoples individual needs. Offer structured programmes. Offer programmes that can work that meet the families needs. Additional learning support teams They help children with specific educational needs within early years provisions, schools and out of school. Children get the support and education to achieve their development goals. Improved learning outcomes. Training Awareness Support Assistive technology Children and young peoples development can be supported by using a range of technology. A voice activated computer programme will assist children and young people with delayed fine motor skills with writing. Children and young people with difficulties walking may use the latest wheelchairs so as they are able to achieve their development goal and be more independent. Physiotherapists, speech and language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people. http://www.ehow.co.uk/socialworkers (16.02.2013) http://www.physiotherapy.notes.com (16.02.2013) http;//www.surreycc.gov.uk/social-careand health (17.02.2013) http://www.nfer.ac.uk/nfer/publications (17.02.2013). Tassoni, P., Beith, K., Bulman, K., Griffin, S. (2010) Children and Young Peoples Workforce. Early Learning and childcare. Level 3 Diploma. Essex: Heinemann. Walker, M. (2011) Children and Young Peoples Workforce. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.

The Life of Ludwig Van Beethoven :: Biographies

The Life of Ludwig Van Beethoven The rise of Ludwig van Beethoven into the ranks of history's greatest composers was paralleled by and in some ways a consequence of his own personal tragedy and despair. Beginning in the late 1790's, the increasing buzzing and humming in his ears sent Beethoven into a panic, searching for a cure from doctor to doctor. By October 1802 he had written the Heiligenstadt Testament confessing the certainty of his growing deafness, his consequent despair, and suicidal considerations. Yet, despite the personal tragedy caused by the "infirmity in the one sense which ought to be more perfect in [him] than in others, a sense which [he] once possessed in the highest perfection, a perfection such as few in [his] profession enjoy," it also served as a motivating force in that it challenged him to try and conquer the fate that was handed him. He would not surrender to that "jealous demon, my wretched health" before proving to himself and the world the extent of his skill. Thus, faced with su!ch great impending loss, Beethoven, keeping faith in his art and ability, states in his Heiligenstadt Testament a promise of his greatness yet to be proven in the development of his heroic style. By about 1800, Beethoven was mastering the Viennese High-Classic style. Although the style had been first perfected by Mozart, Beethoven did extend it to some degree. He had unprecedently composed sonatas for the cello which in combination with the piano opened the era of the Classic-Romantic cello sonata. In addition, his sonatas for violin and piano became the cornerstone of the sonata duo repertory. His experimentation with additions to the standard forms likewise made it apparent that he had reached the limits of the high-Classic style. Having displayed the extended range of his piano writing he was also begining to forge a new voice for the violin. In 1800, Beethoven was additionally combining the sonata form with a full orchestra in his First Symphony, op. 2. In the arena of piano sonata, he had also gone beyond the three-movement design of Haydn and Mozart, applying sometimes the four-movement design reserved for symphonies and quartets through the addition of a minuet or scherzo. Having confidently proven the high-Classic phase of his sonata development with the "Grande Sonate," op. 22, Beethoven moved on to the fantasy sonata to allow himself freer expression. By 1802, he had evidently succeeded in mastering the high-Classic style within each of its major instrumental genres-the piano trio, string trio, string quartet and quintet, Classic piano concerto, duo sonata, piano sonata, and symphony. Having reached the end of the great